UNLV Theses, Dissertations, Professional Papers, and Capstones

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Training and Development Guide for a Culinary Department in a Training and Development Guide for a Culinary Department in a

Private University Private University

Kimberly Rosenbaum University of Nevada, Las Vegas

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Training and Development Guide for a Culinary Department in a Private University

By

Kimberly Rosenbaum

Bachelor of Science

Johnson & Wales University 2005

A professional paper submitted in partial fulfillment of the requirements for the

Master of Hospitality Administration William F. Harrah College of Hotel Administration

Graduate College University of Nevada, Las Vegas

December 9, 2012 Chair: Dr. Rhonda Montgomery

Introduction

2

In an online study of the Council of Hotel and Restaurant Trainers (CHART), 53% of

respondents reported their budgets for training were being carefully looked at. From this

scrutiny, training budgets in the past 18 months have significantly decreased (Bertra, 2009, p. 1).

Slashed training budgets have become another sign of the recessionary times, forcing operators

to direct their funds to customer service, hoping to set them apart in the competitive

environment known as hospitality (Bertra, 2009, p. 1).

This practice of slashing training budgets has become the norm; operators are being

forced to continually cut budgets for training. It doesn’t take long for an organization to be in a

position where the lack of training and development influences retention, guest services, quality

and eventually sales. Training and development is key in any type of business, yet it is often

mismanaged and overlooked. The focus of this paper is the training and development needs in

hospitality, but not a restaurant or resort, rather a culinary institution where training and

development can often have a very different role. This paper focuses on organizational

leadership and teaching in an institution for higher education, specifically examining

opportunities to develop a training & development program that fulfills departmental goals and

faculty goals.

To have an effective training and development program, an organization has to first

create a recipe that will awaken the senses of the masses (the entire team or department). A

successful training and development program will not be created for a single type of individual,

or learning style, rather it will encompass many different learning styles. These learning styles

will have goals and outcomes which will need to continually evolve with the departments

training and development initiatives.

3

This paper will address several learning styles and best practices for training and

development. The end result will be a guide that can be used for training and development of

faculty in higher education. The finished product will require commitment from the leadership

team as well as faculty. The success of this guide is dependent on planning, follow through and

accountability. The guide will address both departmental and faculty training and development

opportunities.

Purpose

The purpose of this paper is to create a guide for the Johnson & Wales University (JWU),

Culinary Department to use for training and development of faculty. This guide will allow for

the exploration of best practices, teaching styles and motivation tools that can be used by the

diverse faculty in an institution of higher education.

This paper will serve as a tool in correlation with other campus initiatives at JWU. It will

be a guide for strengthening the commitment to faculty training and development as well as

empowering faculty to have meaningful input on their training and development, whilst still

incorporating departmental goals.

Statement of Problem

In the JWU culinary department there are opportunities to design a structured plan for

training and development. This paper is designed to create a guide that is dependent on the input

of faculty and leadership. If faculty takes ownership of designing a training and development

program and leadership initiates accountability; then there could be a program that meets both

faculty and departmental goals in the College of Culinary Arts. With such substantial faculty

input required in creating this guide, the objective is to capture a higher success rate from

training and development initiatives.

4

Justifications

JWU is embarking on the roll out of 2017: The Centennial Plan. “Through the

achievement of the 2017: The Centennial Plan, Johnson & Wales University will solidify its

status as an innovative leader whose education is recognized as an effective 21-st century model

of higher education” (Johnson & Wales, 2012) . This is a prime opportunity to initiate the

development of a faculty training and development program that can grow with the 2017

initiatives. The Johnson & Wales Strategic Plan initiatives include a mission statement, guiding

principles, and vision. The Johnson & Wales mission statement is; “Johnson & Wales

University….an exceptional education that inspires professional success and lifelong personal

and intellectual growth” (Johnson & Wales, 2012, p. 1).

The guiding principles are: • Undertake continuous improvement and planning for a sustainable future

• Foster a teaching-focused university that encourages appropriate scholarship and offers

relevant programs that maximize student potential

• Enrich our academic programs with experiential and work-integrated learning

• Be cost conscious in our endeavor to provide an affordable private university education

and be a good steward of our resources

• Embrace diversity for a richly inclusive community

• Model ethical behavior and local, national and global citizenship

• Value our faculty and staff by investing in their quality of life and professional

development

• Provide facilities, technology and other resources to meet the needs of students, faculty

and staff

(Johnson & Wales, 2012, p. 1).

5

The Johnson & Wales vision is “The University will provide ambitious, purposeful

students with the foundation to flourish personally and professionally while intensifying it

pursuit of excellence characterized by its:

• Student culture

• Excellent, relevant educational programs focused primarily on culinary arts, nutrition

and health sciences, business, hospitality, technology and education

• Accomplished and well-credentialed faculty dedicated to the full realization of student

potential

• Ambitious and engaged students that graduate with the attributes and skills to excel as

professionals and lead purposeful lives (Johnson & Wales, 2012, p. 1).

Johnson & Wales University has committed to invest in the faculty in 2017: The

Centennial Plan. The following is an excerpt from said plan: “Johnson & Wales University will

provide support for faculty to realize their full potential as teachers-scholars, and maintain an

environment that promotes the highest quality instruction” (Johnson & Wales, 2012, p. 4). The

Strategic Plan goes on to bullet the specifics, to fortify instructional excellence, the University

will:

• Refine faculty roles and responsibilities to optimally support student achievement

• Substantially increase support for faculty development and scholarship

• Support and attainment of advanced credentials

• Enhance instructional technology to promote leaning

• Launch a teaching and learning program

(Johnson & Wales, 2012, p. 4)

The opportunity to introduce a training and development program that aligns with the University

commitment has presented its self. It is time to develop a process for training and development

that can be faculty driven.

6

Constraints

This guide will need to evolve as the faculty and University do. This guide will require

the support of faculty and leadership as well as follow through and accountability. This paper

will have the information and background on how this guide was set up and an example of a

guide, but it will not show the results after the guide has been put in place. There will be no data

on its success or challenges at the time this paper is complete

7

Glossary

CHART: Council of Hotel and Restaurant Trainers (CHART, 2012)

Empowerment: The ability to make intelligent decisions on one’s own (Merriam-Webster,

2012).

Faculty Development: Tools for the enrichment of faculty learning and growth (Young, 1987).

Faculty: Professors, teacher, instructors at a college level (Merriam-Webster, 2012).

Higher Education: Education beyond the secondary level; especially: education provided by a

college or university (Merriam-Webster, 2012).

In-Service: See faculty development, specifically designed for the enrichment of faculty,

educational workshop (Merriam-Webster, 2012).

Internship: On the job training in a specific field of study, can be paid or unpaid (Merriam-

Webster, 2012).

Objectives: Set defined task or goals, that captures specific knowledge, skills, and attitudes a

learner will be able to exhibit. These tasks or goals are measurable and observable. (Teacher &

Education Development, 2005)

On-the-job-training (OJT): Training, typically hands on, at a location in a specific field of

study (Business Dictionary, 2012)

Outcomes: See objectives, specific task or goals derived from objectives (Teacher &

Educational Development, 2005)

Peer Coaching: A collegial process whereby two faculty members voluntarily work together to improve or expand their approaches to teaching (Huston, 2008). Stage: Unpaid work experience in a particular field of study often Chef Apprentices will stage in

kitchens restaurants (CuisineNet Digest, 1998)

Strategic plan 2017-Johnson & Wales Centennial Plan (Johnson & Wales, 2012)

8

PART TWO

LITERATURE REVIEW

Introduction

Teaching is a skill and like any other skill in that it requires training and practice (Frash,

Kline, Almanza & Antun, 2008). The idea of teaching being a skill, one that needs training and

development, in an institution of higher education is an obvious statement. Yet, the idea of how

to develop a program, what to include, what models should be followed, as well as what are the

goals of the individual instructor and/or what are the departmental goals is not so obvious.

Part one of this paper discussed Johnson & Wales University’s commitment to faculty

and the educational environment of students. With that commitment in mind this paper evolved.

The goal of this paper is to present a model for a training and development program that aligns

with the University’s commitments. This program can be customized for most college programs

and departments; in this case the goal is to have a training and development program in place to

coincide with the roll out of 2017: The Centennial Plan at JWU. One that focuses on; support

and attainment of advanced credentials of faculty, includes accomplished and well-credentialed

faculty that are dedicated to the full realization of student potential and enhancing instructional

technology to promote learning, and will launch a teaching and learning program (Johnson &

Wales 2012).

The following literature review will explore the need for training and development

programs, as well as models to consider when designing said programs. Knowing something and

letting it be known to others are not the same thing (Frash Jr., et al, 2008). Developing a

training program based on a multitude of skill levels and experiences can be daunting task, the

best approach, may be the multi-level guide to training.

9

Training and development opportunities for new and current faculty are as important as

outcomes and objectives for student curriculum. Training and development of faculty cannot be

an afterthought; the program must have goals and objectives. These goals and objectives need to

be both personal and departmental and these goals and objectives cannot be ambiguous.

The Need for Training and Development

As an organizational practice, training is recognized as one of the most common solutions

for improving workplace performance (Awoniyi, Griego, & Morgan, 2002). This bodes true of

many career paths, passion for the field and a desire to do well does not necessarily create the

best employee/faculty member and/or business results. Understanding the mission statement,

company culture, department goals and policies can set a new hire up for success. To foster that

continued success, when changes in policy, goals, curriculum and even technology arise,

properly trained employees are more likely to accept change with an open mind and positive

attitude (Díaz, Santaolalla, & González, 2010). Organizations that have training and

development programs which employees help design can be more successful.

If an employee is empowered to have a say in the direction of their own training and

development they are more likely to take ownership of it (Colbert, 2012). Charlie Trotter’s was

regarded as one of the finest restaurants in the world. Since 2004 Chef Trotter’s restaurant has

been voted one of the top 50 restaurants by Restaurant Magazine. He is the winner of 11 James

Beard Awards (Charlie Trotter, 2012). Chef Trotter set a great example with his staff on the

power behind empowerment. In Lessons in Service from Charlie Trotter, written by Edmund

Lawler, Chef Trotter is said to have blind faith in his service staff’s ability to do the right thing

on behalf of a customer. Trotter believes that empowering staff pays for itself many times over

(Lawler, 2001). Following that same philosophy when designing a faculty training and

10

development program that allows for the faculty to take ownership of their training, it can

empower the faculty to make decisions that benefit the department and ultimately the student.

In defining the term faculty development, many interpretations are revealed. Faculty

development includes many aspects of the teaching structure. To define faculty development is

not nearly as important as defining what it encompasses. To have a solid training and

development program both teaching and self-awareness, need to be addressed.

In the broad sense of the term faculty development, the following areas would have to be

considered; research and teaching activities, personal health and growth in the management of a

professional career. The faculty member has to be linked through personal goals as well as

institutional goals; neither can overshadow the other; attention must be paid to both (Millis,

1994). By fulfilling both goals, (personal and institutional) the faculty member interrupts their

value to the university as being higher. This perceived higher value should increase professional

growth (Watson, & Grossman, 1994).

The teaching profession has grown as a line of work that demands rigorous training and

stamina. The picture of a teacher is painted as someone who is ethically dedicated to his work.

They are not only endowed with a duty to teach others but require acquisition of first-hand

knowledge to keep themselves abreast of the modern innovations taking place in the field of

education (Ali, Khan, Ghazi, Shahzad, & Khan, 2010). Within JWU’s College of Culinary Arts,

no truer statement can be found. Often the personal goals of the faculty are structured around

first hand experiences, internships even stages within the field of culinary arts. With the

University’s support to “enhance instructional technology and promote learning as well as their

commitment to launch a teaching and learning program” (Johnson & Wales, 2012, p. 4) the

11

opportunity for implementation of a training and development program is now…strike while the

iron is hot! The specifics on faculty goals will be addressed in Part Three of this paper.

In a comprehensive training and development program for instructors in the College of

Culinary Arts, consideration needs to be sought for on- the- job- training (OJT). When looking

at OJT as an instructor in the College of Culinary Arts, the training is not the delivery of the

subject matter, but rather the absorption of the subject matter through experience. The need for

OJT training to keep instructors current in their field of expertise is vital for the foundation of

student learning, student engagement, instructor research and perhaps most importantly “street

credit”, particularly in the field of culinary arts.

There are a few ways to look at the construction of and the structure in an effective

training and development program. Identifying outcomes, addressing departmental as well as

personal goals, designing a program that fits the departmental needs and can still be tweaked for

individual opportunities are all considerations. When looking at a hospitality company’s model

for training many of the techniques can be applied to faculty training.

Looking back to the idea that teaching requires training; one model worth considering is

Kirkpatrick’s four-level approach. This approach asks the question, “Should a hierarchical

relationship be empirically supported?” If this is true, hospitality companies may be more

confident in their assessment of training. Training that produce results are less convoluted, more

cost-effective and can support learning that have clear evaluative techniques (Frash Jr., et al,

2008). In fact the purpose of training and development for faculty need to be completely

understood by faculty. Similar to a student experience the faculty experience has to allow for

challenges, goal setting and goal reaching (successes). John Updike, the American writer, who,

writing about his own college education, said: "I had a lot to learn when I came to Harvard,

12

which was fortunate since Harvard had a lot to teach.... [After 4 years] I still had a lot to learn,

but I had been given the liberating notion that I could teach myself" (Reich, 1994, p. 512).

Successful training and development programs do not forget the objectives of the learner.

Departmental objectives are set and understood; agreeing or disagreeing with departmental goals

typically does not change the goals. What can be changed is how the goals are achieved. This

should be decided on by faculty through a process that engages the faculty.

Ken Bain, author of, What the Best College Teachers Do, set criteria for teaching in the

following six questions (Bain, 2004, p. 96):

(1) What do the best teachers know and understand?

(2) How do they prepare to teach?

(3) What do they expect of their students?

(4) What do they do when they teach?

(5) How do they treat their students?

(6) How do they check their own progress and evaluate their efforts?

These six questions can be transferred to a training and development program foundation,

using peer coaching and classroom observations for faculty when looking at improving the

classroom experience, “The best teachers…expect “more” from their students. Yet the nature of

that “more” must be distinguished from expectations that may be “high” but meaningless, from

goals that are simply tied to the course rather than the kind of thinking and acting expected of

critical thinkers” (Bain, 2004, p. 96).

This same concept needs to be considered when designing a training and development

program, the best faculty (teachers) should expect a great deal from themselves. When

departmental goals are set their worth to the department and faculty perception of their worth

need to be similar. If the goals set by department have faculty buy in then the chances of success

13

for departmental goals increases. Obtaining set goals should be a challenge; a realistic

obtainable, understood challenge. Another excerpt from Ken Bain’s book, discusses how a good

teacher organizes their class, it starts by saying “an extensive knowledge of one’s subject”, he

goes on to discuss understanding how deep learning occurs and striving to facilitate that level of

learning. The book also suggests, creating an environment conducive to and supportive of

constructive learning (Bain, 2004). These concepts tie in with the Johnson and Wales

commitment to faculty and students.

Bain’s theory is an exemplary example of how faculty training programs design should

be viewed. Support from leadership, motivated faculty, and an understood game plan are keys

to successful, training and development programs. A training and development program that has

faculty support, leadership, set outcomes, goals, and room for personal growth is more likely to

have successes than a program without.

Models to Consider

Kirkpatrick’s evaluation solution model was first introduced in, 1959; the four level

model of evaluation included the following steps (Kirkpatrick, 1996).

Step 1: Reaction-Simply put how well trainees like a particular training program. This is

equivalent to measuring a trainee’s feelings about the subject matter and, presentation; a

common practice in training and development. The learning is not the focus rather the content

and it’s presentation. This is key to determining the success of a training program. Quite often

decisions for training programs are designed by a select few (as mentioned previously, input

from faculty is imperative for a success).

Step 2: Learning- Looking towards favorable reactions, learning becomes a focus that

coincides with reaction. Kirkpatrick’s (1996) believes the more favorable the reactions to a

program, the more likely trainees are to pay attention and learn principles, facts, and techniques

14

discussed. Kirkpatrick (1996) also believes in determining the amount of learning objectively.

He refers to a guidepost of measurement for learning that allows for quantitative results. He

recommends using a “before” and “after” approach so that learning can be related to the

program. Kirkpatrick (1996) encourages learning to be measured on an objective bases, and

recommends using a control group who are not participating in the training to compare with

trainees who did participate. Lastly, Kirkpatrick (1996) encourages analyzing results

statistically, so data can be shown in correlation with job performance/confidence.

Step 3: Behavior- There is a big difference between knowing principles and techniques

and using them on the job. Kirkpatrick (1996) adopted the same reasoning that his colleague

Professor Katz, from Dartmouth had discussed. Professor Katz believed that behavior could be

altered if the following existed; the desire to improve, recognizing your own weaknesses, access

to permissive work climate, help from an interested and skilled individual, and have being given

the opportunity to try new ideas.

Step 4: Results- Kirkpatrick (1996) believes that results can be evaluated by outcomes

such as reduced costs, increased production, and lower rate of turnover even decreases in

absenteeism. Results are not always clear and concise and Kirkpatrick recommends referring

back to Steps 1-3 to clearly evaluate results.

When a training and development program is designed, the “results” would have to be

quantified, for each individual instructor’s goals as well as the departmental goals (Kirkpatrick,

1996). When focusing on the development stage a training program, faculty input is essential,

particularly in the areas of personal weaknesses and desire to improve. Without faculty interest,

and motivation a training plan has little if any opportunity to succeed. Step one, reaction gives

faculty the opportunity to choose a presenter, guest speaker or topic they are interested in, this

15

step also gives faculty a voice in the process. Step two, allows for discussion, reaction and

learning. Step three opens the door for opportunity, allows for change and can indirectly provide

the tools necessary for success, all this is dependent on the learner’s behavior and willingness to

participate enthusiastically or at the very least objectively. Step four, can be assessed many

ways, the desired outcome or goals would need to be considered in this phase to see success or

opportunity. This will factor into the training program model, as discussed in part three.

Another model to consider based on a foundation for teaching is the “New Teacher

Model” (Kugel, 1993). This model warrants some attention because even seasoned faculty need

to go back to the roots of teaching and revisit development stages of their career. This model

looks at five stages.

Stage 1: Self-Instructor focuses on their role in the classroom. Kugel (1993), states that a

new instructor typically knows a great deal of information about their subject. The challenge

arises in the “how to” for delivery. In a student panel I was able to observe, I was taken aback

by this comment from a student panelist; “There was no doubt my instructor knew their stuff, it

was just a shame that my classmates and I couldn’t keep up.” (Personnel communication, August

29, 2012) It was a shame to hear that the instructor clearly had talent and credibility in their

field, but the delivery of the lesson was lost in translation. According to Kugel (1993), this is a

common challenge for new instructors. Once a new instructor removes the doubt or anxieties of

teaching the content of their subject can be delivered and received.

New faculty members not only have to embark on a journey from content expert

to delivery of content expert, other influences for a first year teacher can arise. New faculty must

unravel the organizational structure and values, expectations for performance or advancement,

and the history as well as the traditions of a campus (Sorcinelli, 2001).

16

For a new instructor the challenges are the same as their peers, the difference for a

seasoned instructor is the ability to be proactive rather than reactive. In Barbara Millis’ article

from the Journal of Counseling & Development, she noted that today’s professors are challenged

to teach a student population increasingly diverse in age, levels of academic preparation, styles

of learning, and cultural background (Millis, 1994). Professors today are not only tasked with

basic content. They are also tasked with teaching students, critical thinking skills, written

communication and the ability to articulate. For a new or seasoned instructor that can be a big

task, having a comprehensive training and development program allows for introduction of

information that maybe new to some faculty member or serve as reinforcement to seasoned

faculty members.

Stage 2: Subject; understanding of the subject they teach, a good professor being

considered an expert in their field knows they have only just begun, Kugel (1993) notes that

once an new instructor feels comfortable in their classroom only then can they begin developing

their content. In a comprehensive training a development program, peer coaching is essential,

again for both new and seasoned faculty, the value of peer coaching as a form of continuing

professional development for experienced faculty is largely unrecognized (Huston, & Weaver,

2008).

Peer coaching is a collegial process whereby two faculty members voluntarily work

together to improve or expand their approaches to teaching (Huston, 2008). There a few ways to

look at peer coaching. It can be reciprocal, with each person acting as coach for the other, or it

could be a one way coaching situation where one is coaching while the other is being coached.

In a situation of peer coaching often a more experienced instructor can offer insight and

experiences to a less experienced instructor (Huston, 2008).

17

An effective process for peer coaching will allow for consultation to identify focus of

coaching, classroom observation and the critical debriefing where ideas are shared and discussed

(Huston, 2008). Peer coaching can begin to be effective at stage two, in the new teacher model

(Kugel 1993).

Stage 3: The student’s ability to absorb what they have been taught is an interesting stage

when a new instructor’s attention shifts from themselves; to a student as an individual a

transformation of delivery usually happens. This is where the idea of general information

delivery needs to be somewhat customized to specific learning styles. “I never teach my pupils; I

only attempt to provide the conditions in which they can learn”-Albert Einstein.

Student engagement, teacher interaction and perhaps even Blooms Taxonomy get some

support at this stage. The support Blooms Taxonomy gets in stage 3, correlates with how Blooms

looks at learning objectives. Benjamin Bloom headed a group of educational psychologists who

developed a classification of levels of intellectual behavior important in learning. The process

was dependent on prerequisite information learned then higher order of thinking built on new

information gained. Later on during the 1990's a new group of cognitive psychologists, led by

Lorin Anderson (a former student of Bloom), updated the taxonomy to reflect relevance to 21st

century work. Below is the Blooms Taxonomy model (Schultz, & Overbaugh, 2012).

18

Remembering: can the student recall or remember the information?

define, duplicate, list, memorize, recall, repeat, reproduce state

Understanding: can the student explain ideas or concepts?

classify, describe, discuss, explain, identify, locate, recognize, report, select, translate, paraphrase

Applying: can the student use the information in a new way?

choose, demonstrate, dramatize, employ, illustrate, interpret, operate, schedule, sketch, solve, use, write.

Analyzing: can the student distinguish between the different parts?

appraise, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test.

Evaluating: can the student justify a stand or decision?

appraise, argue, defend, judge, select, support, value, evaluate

Creating: can the student create new product or point of view?

assemble, construct, create, design, develop, formulate, write.

The Bloom’s Taxonomy model should be considered when creating course content and

could be useful when looking into designing training and developing activities. In part three this

model will assist in the development stage of course outcomes, for now it should be a

consideration for the theory behind creating a training and developing program. The value

placed on student engagement and teacher interaction is critical to training and developing

program. Peer coaching, open discussions, and best practices for student engagement enhance

the learning environment. Another model to consider is the seven good practices for student

engagement. This model encourages the following: student-faculty contact, cooperation among

19

students, active learning, prompt feedback, emphasizes time spent on task, communicates high

expectations, good practice respects diverse talents, as well as ways of learning (Johnson,

Johnson, Sheppard, Smith, 2005).

Stage 4: Helping students learn what they have been taught, noticing the importance of

what the students do to their learning can be an eye opening experience for the professor (Kugel,

1993). This transformation of delivery allows students to more actively participate, and critically

think, the Professor is more of a coach in the discussions that students lead. At this stage both

new and seasoned instructor can benefit in a training program by the sharing of ideas, topics and

delivery, classroom management is as unique as an individual Professor, shared ideas can

improve the classroom environment and encourage student learning (Kugel, 1993). Professional

learning within a community of like-minded empathetic colleagues can be hugely beneficial

(Schuck, Aubusson, & Buchanan, 2008).

Stage 5: Turning students into independent learners, giving them the opportunity to figure

out how they learn on their own, this can be an intimidating process, and calls on a Professors

patience and sensitivity (Kugel, 1993). In each of these processes a new stage of development is

presented. Developing is better than not developing, clearly; and within a comprehensive

training and development program for faculty, the idea of developing is the focus, the rate at

which an individual develops cannot always be the focus.

Conclusion

Several of the key points in this literature review will be the blueprint for the training

program model presented in Part Three. In the Kirkpatrick model; each step should be

considered when designing training program. The specific areas of consideration are; how well

20

trainees like a particular training program. The reason for taking this into consideration is, the

more favorable the reactions to a program, the more likely trainees are to pay attention and use

information. This approach allows for an employee to recognize their own weaknesses, by doing

so the desire to improve increases. Kirkpatrick’s model allows for consideration of ideas that

can add value to faculty opinions, and help foster a professional relationship between colleagues.

When looking at the new faculty model, research delved more into best practices, looking

at a new faculty member and the challenges they face. In researching models to enhance the

training and developing program; the new faculty model was key. Peer coaching can help new

faculty with many of the challenges they face. Peer coaching whether reciprocal or one way, can

be an essential part of design in a training program solely due to the benefit of sharing ideas

amongst colleagues. Combs (2009) suggests in an article published in Southeastern Teacher

Education Journal, that one of the most beneficial results of mentoring (peer coaching) is the

improved performance by the mentors (coaches) themselves. Dr. Combs believes that the

mentors (coaches) become more aware and reflective of their own practices and more interested

in improving their own pedagogical skills.

This idea of improving and moving forward was a constant in all the research collected.

The standard practice of including faculty in constructing and maintaining the structure of a

program and to include both faculty and departmental goals was also a constant. The underlying

inspiration for this research and ultimately the creation of the training program model was to

encourage training and developing of faculty, to coincide with the roll out of Johnson & Wales

University Focus 2017: The Centennial Plan. The opportunity to introduce a training and

development program that aligns with the University commitment has presented itself. It is time

to develop a process for training and development that can be faculty driven and goal orientated.

21

PART THREE

Introduction

In part one of this research paper the idea of training and developing program was

introduced as a recipe to awaken the senses. The recipe is the actual model for a training

and development program guide. Part one laid the foundation of the why behind this

project; Johnson & Wales Focus 2017: The Centennial Plan. This program can be rolled

out with University wide initiatives that correlate with the goals in a faculty training

program. Part two, gave the framework for the needs for a training and development

program and several models to consider. Bain’s criteria for teaching questions looked at

teaching and standards, how to integrate learning objectives and outcomes for student

learning from a faculty training and development perspective. Kirkpatrick’s evaluation

solution model was explored and the idea of faculty input being essential for the success

of a training and development program was discussed. The new teacher model

highlighted peer coaching and the benefits for both seasoned and new instructors using

this tool. In part three a model for a guide with an ideal time-line specifically for

College of Culinary Arts in a private university that uses a trimester system.

This guide is a road map for specific areas that need to be considered for a

training and development program. A big focus has been put on the importance of

faculty input for a training and development; this emphasis has been discussed based on

research and personal experience in the College of Culinary Arts, specifically.

Departmental goals will need to be discussed and from that recommendations can be

made. Suggestions on workshops, lectures, and demonstrations need to be considered as

do certifications, always keeping in mind the diversity of the faculty. When considering

what to include, requirements and recommendations will need to be prioritized. This

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program is designed to allow for personal goals, but the responsibility to research and

obtain should be on the individual faculty member; support from leadership will be key in

this area. In-service and team building recommendations must also be submitted by

faculty, for consideration.

Departmental Goals

Student Safety

The department of Safety and Security will be represented at faculty meetings once a

term (3per year). The office of Safety & Security reports all area crime via JWU link, the

Johnson & Wales University server that all students and faculty have access to via logging in for

email. Educational seminars are available for students and faculty, classes such as self-defense.

Food Safety

All instructors are required to take and pass the ServSafe Manager Sanitation

certification. JWU also has its own standards for food safety known as the gold standard for

food safety. Food safety is a topic that should have open discussions often; every faculty

meeting should include an update from the food safety officer, best practices need to be

discussed. Food safety is an area that affects EVERY culinary lab and should be a standard with

each instructor’s curriculum. Peer mentoring can benefit from getting a wide range of

perspectives on best practices.

Budgets

This departmental goal is another area that needs to be discussed each faculty meeting.

Being presented with the information prior to attending a faculty meeting can expose faculty to

some of the information that will need meeting time for discussion. Include budget numbers,

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monthly challenges, successes or goals prior to the meeting would allow faculty to be prepared

for more focused discussion. Instead of being reactive faculty can be proactive, or at the very

least discussions can begin to be proactive.

Curriculum Development

Curriculum development offers every instructor an opportunity to take ownership of a

class; this is an important process for class development, student learning and outcomes. The

benefit from including curriculum development as a key area in training and development is that

courses can be mapped properly. Course mapping in a school such as JWU, is essential in the

success of the student. Many classes build on information that is learned in the previous classes.

Courses have to be mapped out so outcomes in each class cover the basics no matter what the

sequence of classes are. Another big advantage to mapping it allows an instructor to be

proactive when a class rotates through and has not had a key class previously. An example

would be if a student starts their rotation in a Front of the House (F-O-H) class; knife skills, a

key objective within the curriculum is not an F-O-H class outcome. The following bullet points

are areas under curriculum that would deserve specific attention within the training and

development program.

Teaching- Best practices, sharing of ideas, partnering with other classes,

progressive projects and an overall awareness of the entire program

Course Mapping-Discussed within curriculum development, understanding what

happens in each class within the culinary program and academics is essential for

the success of a student. Properly mapped out courses can set JWU apart from

other Culinary Arts programs.

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Learning Outcomes- Learning outcomes need to be reviewed periodically. A

comprehensive a training and development program will often audit learning

outcomes within each class; and the entire program. The benefit of including

learning outcomes in

a training and development program is the audit should be done by faculty and

their peers, this opens the door for discussions on how effective or important the

outcome is to either the class or the program.

Peer Mentoring/coaching- Peer mentoring or coaching is a very important part of t

a training and development process, whether you’re a seasoned instructor or the

new kid on the block. The best way to get acclimated, to a new position is by

having a mentor. Too often a new faculty member who is a content specialist

doesn’t always understand the culture of the location. Having a mentor would

take much of the guess work out of the day to day responsibilities of a new faculty

member. In return a mentor or coach can get a new perspective on an old idea; a

new faculty member can help breathe some life into a hum drum lesson plan.

Continuing Education

Continuing education requires research and motivation by the individual faculty member.

The leadership team can support these endeavors by holding a workshop or seminar that

allows for discussion on what’s available for continuing education. The challenge often

comes when faculty member requires time out of the classroom to attend or complete classes,

demonstrations, workshops and lectures. Budgets need to reflect support for continued

education for all faculty members. Hosting seminars, lectures, demonstration, and

workshops at campus whenever possible is a huge morale boosted and motivator for faculty.

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Seminars/Lectures

Classes

Demonstrations

Workshops

Certifications

Each department has its own list of required certifications, this list should be updated

often and consideration needs to be taken as to cost and recertification time. Faculty should

be encouraged to research and pursue other reasonable, relevant certifications.

Serve Safe Alcohol (Front of the House, F-O-H) On-line certification,

required by all F-O-H instructors, given to all beverage students. This

certification is from the National Restaurant Association.

www.servsafe.com/alcohol/training-and-certification

(CDP) Certified Dining Room Professional (F-O-H) On-line certification,

required by all F-O-H instructors, all freshman dining room students are given

the opportunity to sit for Dining Room Associate (DRA) certification. This

certification is from Federation of Dining Room Professionals, and is a

certification bellow CDP.

www.Frontsummit.com

Serve Safe Sanitation- Required of all faculty in the College of Culinary Arts,

students are also required to take a sanitation class and sit for this certification.

This certification is from the National Restaurant Association.

http://www.servsafe.com/home

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CHE (Certified Hospitality Educator)- This certification is a two day

workshop, at the end participants can sit for part one of the certification the

exam and from information gathered in workshop submit a video, that must

show course objectives and learning outcome that are covered in the

workshop to earn the second piece of the certification. This is a great tool for

teaching, the information presented can be beneficial for creating lessons

plans, lecture and class room activities. This certification is from the

American Hotel & Lodging Educational Institute. There are minimum

industry requirements to apply for this certification.

www.ahlei.org/CHE

FMP (Foodservice Management Professional) - This certification requires a

proctor for exam, this can be self-study course. This certification has

minimum industry requirements. The focus is on food service management

responsibilities. This certification is from the National Restaurant

Association.

www.restaurant.org/

ACF (American Culinary Federation) - There are 14 different certifications,

available through the ACF, certifications for cooking professionals, baking &

pastry and culinary educators. Each level of certification had minimum

education and experience requirements.

www.ACFchefs.org/culinary

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Personal Goals

Personal goals while separate from departmental goals still have an effect on the

department. Community service and university service are two areas that require a great deal

of faculty participation and support. In an organization such as JWU, there are plenty of

opportunities to fulfill expected commitments for participation of either community or

University events. It should be up to the individual faculty member to volunteer their time

where it is needed most, the best use of their expertise or where they see a need.

Internships and stages are a little different because of the individual faculty member’s

relationship with the site and their availability. Internships need leadership support and

networking, but the responsibility to fulfill the requirements for these types of goals needs to

solely be that of the faculty member who initiates it.

University Service

Community Service

Internships/Stages

In-Services

In-services in particular need faculty input, below is an example of a survey that can be

distributed during a faculty meeting to gage ideas from the faculty in what they may benefit from

an upcoming in service. The idea of an internal in-service that would help with course outcome,

objectives and mapping as well as team building is discussed in the following section.

Example of an internal in-service

Set up a field trip to an area farm (team building) pick whatever seasonal item is

available i.e. tomatoes. Have a team building lunch at the farm. Bring tomatoes

back to lab break up into groups, rotate through each lab with the instructor team

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giving a quick lecture or demo utilizing product. It’s a quick lesson, but includes

many of the cooking techniques or preparations of that that class. This exposes

other instructors to a different style of teaching and everyone can see firsthand

what is taught in that class. This style, internal in-services gives the opportunity

for some hand on team building and gives a more casual opportunity for the

sharing of ideas.

Recommendations for external in-service

A simple survey given to faculty periodically to get an idea of what in-

services they feel would be beneficial. This can motivate faculty, and increase

interest since they requested it.

Team Building

Suggestions and planning of team building events can be more successful when

given to the faculty, to plan and execute. Each department should have a percentage of team

building activities, keeping a healthy connection between faculty members is beneficial for

moving ahead.

Suggestions for team building events and activities

Conclusion

The training and development model is designed to create a unified department. Faculty

input in the areas of in-services, continued education and personal goals will allow for a shift

from management to faculty for accountability and design. Complete support from faculty and

leadership will be essential. The design and timing of its inception and content will support the

roll out of Johnson & Wales University’s 2017 Centennial Strategic Plan.

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Recommendations

A time - line for the guide should be discussed and suggested so that a schedule of

training and developing can be designed for the program early in the year. This will allow for

preparation and adjustment when necessary. This is an ongoing evolving process the success

will increase and challenges will present themselves as faculty becomes more or less involved.

The benefits of this training and developing program cannot be tracked until the program has

cycled through for a year.

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